Index
A
activities for reinforcing learning, 12
affective learning domain, 33–36
Aldrich, Clark, 127
American Society of Civil Engineers (ASCE)
experiences implementing a microlearning strategy, 72–74
learner motivation, 79
Anderson, Lorin, 30–31
attitudes, teaching and influencing
celebrity endorsements, 35
music’s effect on, 36
within organizations, 33–34
testimonials, 35–36
augmented reality (AR), 169–170
Axonify microlearning platform, 138–139
B
Bacon, Sir Francis, 63
Bandura, Albert, 24
Bee Naturals case study
pensive microlearning, 44–45
performance microlearning, 46–47
persuasive microlearning, 47–48
post-instruction microlearning, 48–49
practice-based microlearning, 50
preparatory microlearning, 51–52
behavior
continuing medical education example of spaced education’s effect on, 63–64
spacing effect’s impact on, 63–64
behaviorism learning theory, 22–23
Bloom’s Taxonomy, 30–31
breaking learning into microlearning segments, 12, 15–16, 124
Burns, Ralph, 65
C
change
onboarding program example of a small change with a big impact on resources, 98–99, 100–101
and risk, 97–98
Clark, Ruth, 117
classical conditioning, 22
cognitive learning domain, 30–33
cognitivism learning theory, 23–25
connectivism learning theory, 27–29
constructivism learning theory, 26–27
content
curriculum, 76–79
having a maintenance plan for, 99–101
microlearning vs. traditional courses, 75
context switching, 44
D
Dave, RH, 37
Defelice, Robyn A., 80–81, 82
defining microlearning
authors’ definition, 11
expert opinions, 9–10
necessary elements of microlearning, 11–13
what microlearning is not, 13–17
Dempster, Frank, 62
Design for How People Learn (Dirksen), 79
designing microlearning
gamification, 126–127
graphic layout and aesthetics, 121–123
intentionally, 12, 16, 124
key takeaways, 132–135
NBC Universal (NBCU) example of matching microlearning design with need, 49, 110–113
optimal length of a microlearning lesson, 65–66
podcasting, 119–121
for the psychomotor domain, 38
short sims, 127–129
storyboarding, 129–132
three core concepts for developing a microlearning strategy, 74–76
using sound design principles, 113–114
video, 123–126
writing style, 114–119
Dewey, John, 26
Didactics of Microlearning (Hug), 9–10
Dillon, JD, 10
Dirksen, Julie, 79
Downes, Stephen, 27
E
Ebbinghaus, Hermann, 57–59, 165
Ebbinghaus Forgetting Curve, 57–59, 165
Electronic Performance Support Systems (Gery), 13
Elevate app for fundamental skills, 80–82
engagement
brief, 11
methods of, 11–12
optimal length of a microlearning lesson, 65–66
Engines for Education (Schank), 43–44
Ericsson, Anders, 49
estimating microlearning development hours
bottom-up estimation (work breakdown structure), 104–105
comparing previous similar projects, 102–103
critical factors for, 101–102
difficulty of, 106
industry standards, 105–106
setup cost, 103, 105
weighted factor formulas (Parametric modeling), 103–104
when using a template-driven microlearning tool, 106
evaluating microlearning training
compliance department example, 142–144, 145, 147, 150–152
effectiveness of the products and the process, 96–97, 149–151
evaluation models, 144–149
evaluation planning, 100–101, 168
four factors for evaluation (cost, resources, processes, sustainment), 152–154
gathering information over time, 148
John Hancock Investments example, 138–141
Kirkpatrick-Katzell four levels of evaluation, 144–149
questions to ask about the evaluation process, 142–144
SWOT (strengths, weaknesses, opportunities, threats) analysis, 149–152
using dashboards to access data easily and in real-time, 140–141
examples of microlearning in action
Ashley and Nancy’s flashcards for remembering terms, 7–8, 17–18, 23
diabetes healthier living habits education, 4, 25, 47, 63
Intercontinental Hotels Group employee training using gamification, 4–5
Jane’s short video to recall return procedures, 7, 28–29, 45–46
Juan’s educational app with daily quizzes, 6–7, 15
Exponential Organizations (Ismail), 139
F
failure
Failco example of unsuccessful microlearning implementation, 90–93
formal learning
compared to informal learning, 83–84
potential limitations of, 85
formal vs. informal integration of microlearning, 17–19
four factors for evaluation (cost, resources, processes, sustainment), 152–154
future of microlearning
augmented reality (AR), 169–170
virtual reality (VR), 168–169
G
Gameffective platform, 160–161
gamification
game elements and their use, 126–127
Gameffective platform, 160–161
Intercontinental Hotels Group’s use of mLevel for employee training, 4–5
mLevel gamified platform, 4–5
structural gamification, 126
The Gamification of Learning and Instruction (Kapp), 126
Gates, I., 63
Gery, Gloria, 13
graphics and visual design
charts and graphs, 122–123
flowcharts, 123
knowing when to use graphics, 121–122
selecting the most appropriate images, 122
Guo, Philip, 65–66, 123–124
H
Hierdeis, Helmwart, 9–10
history of microlearning
flashcards, 13
from the perspective of performance support, 13
sharable content object (SCO), 14
Skinner’s programmed instruction format, 23
the term microlearning, 56
unchanging nature of learning in general, 157–158
before written language, 13–14
Hug, Theo, 9–10, 17
I
“Impact on Clinical Behavior of Face-to-Face Continuing Medical Education Blended with Online Spaced Education” (study), 63–64
implementing microlearning. See planning and implementing microlearning
informal learning
benefits of, 85
compared to formal learning, 83–84
instructional design principles, 24–25
instructional unit, 11
intentional design of microlearning, 12, 16, 124
Ismail, Salim, 139
K
Kapp, Karl M., 126, 167
Karpicke, Jeffrey D., 63
Katzell, Raymond, 145
key performance indicator (KPI), 77
Kirkpatrick, Donald, 145
Kirkpatrick, Jim, 145
Kirkpatrick, Wendy, 145
Kirkpatrick-Katzell four levels of evaluation, 144–149
Krathwohl, David, 30–31, 34
L
learning domains, 29–30
affective, 33–36
cognitive, 30–33
psychomotor, 36–39
push or pull delivery to the learner, 83–86
understanding the importance of, 165
learning ecosystem
macro, meso, and micro levels of learning, 9–10, 17–19
microlearning as part of the, 14, 17
skill development, 15
learning methods
comparing formal vs. informal, 83–86
Mary example of selecting both push and pull learning, 84–85
learning theories
behaviorism, 22–23
cognitivism, 23–25
connectivism, 27–29
constructivism, 26–27
social cognitive theory (SCT), 24
understanding the importance of, 165
M
macro, meso, and micro levels of learning, 9–10, 17–19
Mayer, John, 117
Mayor, Phil, 105
measuring the effectiveness of microlearning. See evaluating microlearning training
memory
Ebbinghaus Forgetting Curve, 57–59
mass practice (cramming), 60
recall, 62–63
spacing effect, 60–64
testing for aiding retention, 62–63
Memory: A Contribution to Experimental Psychology (Ebbinghaus), 57
The Microlearning Guide to Microlearning (Torgerson), 9
microlearning map, 76–79, 82, 86
mLevel gamified platform, 4–5
motivation
adding a motivational element to the microlearning map, 82
American Society of Civil Engineers (ASCE) example, 79
expectation setting, 79–81
self-control, 80–81
self-efficacy, 79–81
as a want vs. as a need, 79
O
operant conditioning, 22
outcomes of microlearning, 12–13
P
Parametric modeling, 103–104
participants in microlearning
focus on performance instead of learning, 13, 16, 46
in the psychomotor domain, 38–39
Pavlov’s dogs example of classical conditioning, 22
Piaget, Jean, 26
planning and implementing microlearning
52 educational emails example, 95–96
adding new activities for companies already providing microlearning, 93
evaluation planning, 100–101
Failco example of unsuccessful implementation, 90–93
implementation activities, 95
importance of proper planning, 89–90, 92–93
Payoneer example of using microlearning and gamification on a daily basis, 158–162
pilot testing, 95–96
production stages
1–pre-production, 94–95, 124
2–production, 95–96
3–post-production, 96–97
risk and change management, 97–99
storyboarding, 129–132
sustainment and maintenance of content, 99–101
podcasting
audio considerations, 119–120
benefits of, 119
introducing content, 120–121
recording equipment, 120
“The Power of Testing Memory Basic Research and Implications for Educational Practice” (paper), 63
Presentr practice-based microlearning app, 49, 110–113
Project Management for Trainers (Russell), 103–104
psychomotor learning domain, 36–39
push vs. pull delivery of learning, 83–86
R
research on microlearning
applicability of experiments to the real world, 58–59
Ebbinghaus Forgetting Curve, 57–59, 165
keeping up with, 166
optimal length of a microlearning lesson, 65–66
recall, 62–63
spacing content, 61–64
resource libraries, 14–15
retrieval
the act of retrieving information as a learning event, 61, 62
spaced retrieval, 61
testing as an effective way of learning, 62–63
risk
the balance between low and high risk, 98
and change, 97–98
onboarding program example of a small change with a big impact on resources, 98–99, 100–101
Rizzo, Charles A., 138–141
Roediger, Henry L., III, 63
Rothnie, Neomie, 162
Russell, Lou, 103–104
S
Schank, Roger, 43–44
short sims
benefits of, 127–129
developing, 129
goal of, 128
Siemens, George, 27–28
Skinner, B.F., 22–23
social cognitive theory (SCT), 24
storyboarding
benefits of, 129–130
creating a table of the script, blocking, and digital assets used, 130–132
strategies for implementing microlearning
American Society of Civil Engineers (ASCE) example, 72–74
civil engineering example of a microlearning map, 77–79, 82, 86
developing a plan, 166–167
formal vs. informal learning, 82–86
making a microlearning map, 76–79, 82, 86
necessary components, 74, 87
three core concepts, 74–76
Sullenberger, Chesley (“Sully”), 15
sustainment and maintenance of content, 99–101
SWOT (strengths, weaknesses, opportunities, threats) analysis, 149–152
T
Thalheimer, Will, 10
time
and engagement, 65–66
estimating the time it takes to develop microlearning, 101–106
ideal spacing between learning events, 61–62
optimal length of a microlearning lesson, 65–66
Tipton, Shannon, 9
Torgerson, Carla, 9
types of microlearning
determining which type to use, 163–165
pensive, 43–45, 163
performance-based, 45–47, 163–165
persuasive, 47–48, 164
post-instruction, 48–49, 164
practice-based, 49–50, 164
preparatory, 51–52, 164
U
use cases for microlearning
about, 41–42
considerations for the microlearning initiative, 42–43
determining which use case is most appropriate, 52–53
pensive, 43–45
performance-based, 45–47
persuasive, 47–48
post-instruction, 48–49
practice-based, 49–50
preparatory, 51–52
use case design worksheet, 52–53
V
video
advantages of informal videos, 124–125
avoiding classroom settings, 124
best practices, 123–125
explainer (whiteboard) microlearning, 125–126
instructor style, 124
virtual reality (VR), 168–169
Vygotsky, Lev, 26
W
work breakdown structure (WBS) for estimating, 104–105
writing style
active voice, 116–117
balance between formal and informal tone, 116–117
concise scripting, 114–116, 167
creating good microlearning questions, 117–119
forward scheduling question example, 118
Keep It Short and Simple (K-I-S-S), 114–115, 121–122
three-step outline, 115–116
Z
zone of proximal development, 26